Augusto Z. Macalalag

Associate Professor & Program Director, School of Education

Taylor Hall, Room 321 (215) 572-2147

About Me

Dr. Augusto Macalalag, Jr., Associate Professor of Science, Technology, Engineering, and Mathematics (STEM) Education, teaches undergraduate and graduate science methods courses for pre-service and in-service teachers.  He is the coordinator of General Science, Biology, Chemistry, and Mathematics teacher certification programs.  In 2014, Dr. Macalalag conceptualized and developed the M.Ed. in Integrative STEM Education and Graduate Certificate  for in-service elementary and middle school teachers. The certificate program’s goal is to foster teachers’ pedagogical content knowledge in planning, implementing and assessing instructions that incorporate science and engineering practices based on the National Research Council’s Framework for K-12 Science Education.  The STEM certificate program has five courses (15 credits) that include an environmental education preview to Sicily, Italy. 

Dr. Macalalag, who is the former Assistant Director of STEM Education at Stevens Institute of Technology’s Center for Innovation in Engineering and Science Education (CIESE), has an interest in different aspects of reform-based science teacher education.  His research focuses on programs that promote science and engineering practices in elementary and middle school classrooms. In addition to teaching, through classroom support visits, Dr. Macalalag helps teachers plan and implement lessons, assess and analyze student thinking, integrate technology, and reflect in their instruction. His dissertation examined the changes in pre-service science teachers’ knowledge of inquiry and practices of lesson design in four methods courses in biological sciences. Throughout the years, Dr. Macalalag has been involved in two Mathematics and Science Partnerships (MSP) programs that received awards including the American Society for Engineering Education’s Best Practices in K-12 Engineering and Pre-college Outreach Program in 2010, Best Zone Paper in 2011, and Best Practices in K-12 Engineering and University Partnerships in 2012. Finally, in November 2013, Dr. Macalalag received the Steve Goldberg Faculty Development Award from the School of Education at Arcadia.

He holds teaching certificates in elementary, middle and high school and school administrator certificates. Dr. Macalalag received his Ed.D. in Science from Rutgers University, and an M.A. in Education and a B.S. in Chemistry from St. Peter’s University. He also holds an Educational Leadership Certificate from the College of New Jersey.


1. Principal Investor. NSF DR-K12 Understanding STEM Teaching through Integrated Contexts in Everyday Life (USTRIVE). National Science Foundation- Discovery Research in K-12 Education. Arcadia University (primary) with Dr. Greer Richardson (co-PI from La Salle University), Dr. Joseph Johnson (co-PI from Mercyhurst University), Dr. Lisa Marco-Bujosa (co-PI from Villanova University), and Dr. Victor Donnay (Senior Personnel and Director of Philadelphia Region Institute for STEM Educators at Saint Joseph’s University). $2,800,000.  Funded 2021 - 2025. Award Number: 2101395

2. Co-Principal Investigator. Philadelphia Regional Noyce Conference Series. National Science Foundation. $49,831. Funded 2019 - 2020. Award Number:1852807

3. Institutional Program Director, Arcadia University. The 21st Century Partnership for STEM Education (Lead Institution).   STEM Teacher Education and School Strengthening Activity – STESSA. United States Agency for International Development (USAID).  $256,608 (Sub-Award). Submitted August 2017. Funded 2018 – 2023.

4. Co-Principal Investigator. St. Joseph’s University (Lead Institution). Philadelphia Regional Noyce Partnership – Scholarship Program. Submitted to the National Science Foundations’ Robert Noyce Scholarship (NSF NOYCE). $171,000 (Sub-Award). Submitted September 2017. Funded 2018 – 2023. Award Number:1758353

5. Co-Principal Investigator. Philadelphia Regional Pre-and In-Service Teacher Conference Series on Integrating STEM in Everyday Life.  $49,9996 (Sub-Award).  National Science Foundation. Funded 2019 – 2021. Award Number:1852807



US221.1: We Inquire We Design
ED207: STEAM 1: Design Thinking and Problem-Based Learning
ED307: STEAM 2: Design Thinking and Problem-Based Learning
ED324: Elementary Science Methods
PRV181 Science, Technology, Society, and Culture: Exploring Cities of Philadelphia and Florence      



ED523 Teacher and the Classroom, Secondary     
ED552: Issues and Methods in Elementary School Science
ED553: Issues in Science for Secondary Teachers
ED694: Introduction to STEM Education
ED695: Understanding the Designed World
ED697: STEM and Society, Global Field Study

Areas Of Focus

STEM education, pre-service and in-service teacher education, pedagogical content knowledge, model-based science inquiry, engineering design practices, socioscientific issues

English, Filipino

Education History

Rutgers University 2012

Doctor of Education, Major in Science Education

The College of New Jersey 2006

Certificate in Educational Leadership

St. Peter's University 2001

Master of Arts, Major in Education

St. Peter's University 1998

Bachelor of Science, Major in Chemistry

Minor in Theology


Co-Author 2022

The Rise of STEM Education: Socioscientific Issues and STEM Learning

Contribution to book, Elsevier Science. ISBN: 9780128186305

Co-Authored with Johnson, J., Macalalag, A., Batkie, R., Dunphy, J., & Titus, S.

Editor 2022

Internalization of STEM Education

Book, ISTES Organization

Co-Authored with Macalalag, A. Z., Sahin, I., Johnson, J., & Bicer, A. (Eds.)

Co-Author 2022

Students’ awareness, perceived ability, value, and commitment to science and mathematics: A perspective from high school students in Brazil.

Contribution to book, In A. Z. Macalalag, I. Sahin, J. Johnson, & A. Bicer (Eds.), Internalization of STEM Education (pp. 189-238). ISTES Organization.

Co-Authored with Leonidas de Oliveira, A., Macalalag, A. Z., Barbosa de Toledo, M. C., de Godoi dos Santos, M. E., Minken, Z., Varma, C.

Co-Author 2022

Encouraging STEMpathy: A review of literature addressing STEM learning for students with special education services in inclusive learning environments.

Contribution to book, In A. Z. Macalalag, I. Sahin, J. Johnson, & A. Bicer (Eds.), Internalization of STEM Education (pp. 1-40). ISTES Organization.

Co-Authored with Johnson, J., Zielinski, M., Essary, J. N., Dean, K., Bartynski, K., & Macalalag, A. Z.

Co-Editor 2021

Special Issue on STEM Education

Other, International Journal of Technology in Education

Co-Authored with Macalalag, A. & Johnson, J

Co-Author 2021

Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues

Research Paper, International Journal of Technology in Education

Co-Authored with Zachary Minken, Augusto Macalalag, Jr., Andre Clarke, Lisa Marco-Bujosa, Carol Rulli

Co-Author 2020

Incorporating Socioscientific Issues into a STEM Education Course: Exploring teacher use of argumentation in SSI and plans for classroom implementation

Research Paper, Disciplinary and Interdisciplinary Science Education Research

Co-Authored with Johnson, J., Macalalag, A., & Dunphy, J.

Co-Author 2020

Developing Teachers’ Intentions of Incorporating Socioscientific Issues in Lesson Design

Research Paper, Pennsylvania Teacher Educator

Co-Authored with Minken, Z., Macalalag, A., & Richardson, G

Co-Author 2019

How do we do this: learning how to teach socioscientific issues.

Research Paper, Cultural Studies of Science Education, 3(8), pp. 1-25. DOI 10.1007/s11422-019-09944-9

Co-Authored with Macalalag, A., Johnson, J., & *Lai, M.

Co-Author 2019

The Effect of Methods Course on Pre-Service Teachers’ Awareness and Intentions of STEM Subjects.

Research Paper, . International Journal of Research in Education and Science, Volume 5, Number 1, Pages 22-35.

Co-Authored with Korucu, D.L., Macalalag, A., Johnson, J.

Co-Author 2018

STEM-ify Me: It’s Elementary! Designing Butterfly Wings.

Article, Science and Children.

Co-Authored with Macalalag, A., **Johnson, B, & Johnson, J.

Co-Author 2017

STEM Education Course: Enhancing K-12 Teachers’ Cultural Awareness Through Reflections of Socioscientific Issues.

Research Paper, Pennsylvania Teacher Educator, Volume 16, Pages 76 – 92, Fall 2017.

Co-Authored with Macalalag, A., Johnson, J., & *Lai, M.

Co-Author 2016

Graduate Education Course for Elementary School Teachers: Fostering Knowledge of Science and the Engineering Design Process.

Research Paper, Pennsylvania Teacher Educator, Volume 15, Pages 109-131, Fall 2016.

Co-Authored with Macalalag, A., & **Parker, K.

Co-Author 2016

Uncovering Elementary Teachers’ Notions of Engineering Design Practices Using Video-Captured Instruction.

Research Paper, Pennsylvania Teacher Educator, Volume 15, Pages 133-150, Fall 2016.

Co-Authored with *Peterson, K., *Crow. M., & Macalalag, A.

Research Summary

My research and courses are focused on teaching and learning of STEM through a hands-on approach to inquiry and design, local and international field experiences in Philadelphia and  Sicily, Italy, and transformative leadership that promotes and develops teacher leaders and scholars.  In particular, I am delighted to share that the courses in my STEM program have contributed to better understanding on how to cultivate the teachers’ knowledge of science and the engineering design process (Macalalag & Parker, 2016), teachers’ notions of the engineering design process (Peterson, Crow & Macalalag, 2016), and teachers’ cultural awareness of socioscientific issues in an international setting (Macalalag, Johnson & Lai, 2017).  Moreover, the STEM education courses also provided a model of how to implement claims, evidence and argumentation in an elementary classroom as key features of hands-on approach to the engineering design process (Macalalag, Johnson & Johnson, 2017), to improve pre-service teachers’ awareness and intentions of teaching STEM subjects (Karisan, Macalalag & Johnson, 2019) to undergraduate students in Turkey, and to develop teachers’ PCK on cultural practices associated with the society’s contribution to carbon footprint (Macalalag, Johnson & Lai, 2019).